When Learning Is Too Good to Be True

Abstract

Students today enjoy unprecedented freedom and autonomy to choose and manage what, when, where, and how they learn. However, many students squander these opportunities by embracing learning techniques that, at best, can help them attain short-term performance objectives but are relatively ineffective at fostering long-term learning and retention. This chapter describes research findings that highlight and address some of the most common misconceptions and cognitive biases that can impede or undermine self-regulated learning processes. The authors propose several research-based recommendations for addressing these misconceptions and biases in the design of self-regulated learning programs and curricula. These include integrating “desirable difficulties” in learning; instructing students about effective learning strategies along with common myths, misconceptions, and biases of learning; and tailoring interventions to improve critical social and emotional learning skills and mitigate relevant cognitive biases.